Volume 23 Number 3, November 2011
ISSN 1013-3445
UNIVCRSITY O f 7iMBABVVT EDUCA riC$N LIBRARY*-
Tertiary Education and Gender Disparities in a Dollarised Economy: A Case Study
of the Faculty of Social Studies at the University of Zimbabwe.
Tichaona Zivengwa, Fanuel Hazvina and Nobuhle Maphosa
Evaluation of Barriers to the Integration of ICT in Teaching and Learning of Science
and Mathematics in Zimbabwe's Secondary Schools.
Fred Zindi and Fenton Ruparanganda
Student Teacher Perceptions of the Role of Classroom Mentors on Attachment
Teaching Practice: The Case at Morgan ZINTEC College.
Manuel Rwodzi, Francis Muchenje, and Beatrice Bondai
The Impact of Water Shortages on Educational Delivery in Selected Schools in
Harare East District
Mavis Rufaro Chikoore and John Bowora
Organisation, Quality and Challenges in the B. Ed Technical Education Degree
Industrial Attachment Course, University of Zimbabwe.
Misozi Chiweshe, Emily Motsi and Xavier Edziwa
An Evaluation of the “New History” Phenomenon
Torerayi Moyo and Stanzia Moyo
Teaching Science through the Science Technology and Society (STS) lens in
Zimbabwean High Schools: Opportunities and Constrains.
Raviro Kasembe
The Zimbabwe Journal of Educational Research is published tri-annually
by the University of Zimbabwe (UZ), Human Resources Research Centre
(HRRC).
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1013-3445
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Professor Fred Zindi
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University of Zimbabwe
Prof. V. Nyawaranda,
University of Zimbabwe
Prof. Charles Nherera,
Women's University in Africa
Prof. C. Mararike
University of Zimbabwe
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Witwatersrand University
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University of Namibia
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Michigan State University
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Printed by Tallantyre Enterprises
Volume 23 Number 3, November 2011
ISSN 1013-3445
CO N TEN TS
Tertiary Education and Gender Disparities in a Dollarised Economy:
A Case Study of the Faculty of Social Studies a t the University of Zimbabwe.
Tichaona Zivengwa, Fanuel Hazvina and Nobuhle M aphosa...........................................204
Evaluation nf Barriers to the Integration of ICT in Teaching and Learning of Science
and tvtamematics in Zimbabwe's Secondary Schools.
Fred Zindi and Fenton Ruparanganda.................................................................................... 222
Student Teacher Perceptions of the Role of Classroom Mentors on Attachment
Teaching Practice: The Case at Morgan ZINTEC College.
Manuel Rwodzi, Francis Muchenje, and Beatrice Bondai.................................................. 236
The Impact of Water Shortages on Educational Delivery in Selected Schools in
Harare East District
Mavis Rufaro Chikoore and John Bowora............................................................................. 259
Organisation, Quality and Challenges in the B. Ed Technical Education Degree
Industrial Attachment Course, University of Zimbabwe.
Misozi Chiweshe, Emily Motsi and Xavier Edziwa...............................................................276
An Evaluation of the “New History" Phenomenon
Torerayi Moyo and Stanzia M oyo...................................................................................................302
Teaching Science through the Science Technology and Society (STS) lens in
Zimbabwean High Schools: Opportunities and Constrains.
Raviro Kasembe........................................................................................................
314
236
Student Teacher Perceptions of the Role of Classroom
Mentors on Attachment Teaching Practice: The Case at
Morgan ZINTEC College.
M anuel Rwodzi, Francis M uchenje,and B eatrice Bondai
Faculty ofEducation, University o f Zimbabwe
ABSTRACT
This study sought to identify the perceptions that student teachers
hold towards their mentors whilst on attachment teaching practice.
The sample consisted o f 80 final year students. 80 questionnaires
were administered to the students at the college. Focused group
discussions were conducted with the students in the sample at the
college. The study found out that student teachers have a positive
attitude towards mentors, teachers with other responsibilities should
not be appointed as mentors and that teaching practice is an
important component o f Initial Teacher Education. The study
recommends that: teachers ’ colleges should conscientise mentors on
their roles, mentors need to create a harmonious working
relationship with student teachers and that a change o f class and
mentors should be kept at a minimum during attachment teaching
practice.
IN TRODUCTION
Teaching Practice (T.P.) is an important component of Initial
Teacher Education (ITE).Teaching practice aims to equip the student
teacher with the skills that he or she will require to give effect to the
most important aspect o f his/her task (Walters, 1994:1) This
approach is influenced by the view that teaching is fundamentally a
practical activity, student teachers are not able to begin to develop
their own body of practical professional knowledge until they enter
the classroom (Maynard and Furlong, 1995:182).
M anuel Rwodzi, Francis M uchenje and Beatrice Bondai
23 7
There are a number o f changes that have taken place in teacher
education in Zimbabwe particularly in the area of teaching practice
since 1980. The duration and format o f teaching practice has
undergone some important changes. Up to 1981 teaching practice in
Zimbabwe conventional primary school teachers’ colleges lasted for
about a term with the student teacher practising under the supervision
o f a qualified teacher. From 1982 to 1984 teaching practice in the
conventional colleges was three terms long with one term in the
second year and two terms in the third year. Thereafter students in
conventional colleges spent two of the four years on teaching
practice. During teaching practice the student teacher took full
responsibility o f the class. The prolonged period of teaching practice
in the conventional primary teachers college was influenced by the
Zimbabwe Integrated National Teacher Education Course (ZINTEC)
programme where the first and last terms were spent at college while
the rest o f the time was spent in the field with students working as
full time teachers (Chivore, 1994). According to Zvobgo (1986:86)
the programme was a kind o f in- service or apprenticeship course in
which the student learns the skills o f the profession on the job. A
number of primary school teachers’ colleges have adopted the
ZINTEC model.
From 1995, student teachers were now regarded as full time students
and they no longer carried full teaching loads (Taruvinga and
Museva, 2003). This change saw the birth of the mentorship
programme where student teachers have to practise under the
mentorship and supervision o f the classroom teacher who assumes
the role and responsibility o f mentor. It is the contention o f this paper
that the success o f this relatively new innovation largely depends on
the perceptions that student teachers hold towards the mentorship
programme. This paper seeks to investigate these perceptions from a
sociological point o f view.
CO NCEPTUA L FR A M EW O R K
This study is guided by symbolic interactionism which is a micro
sociological theory that focuses on meanings that arise out of the
process o f interaction (Kirby et al. 1997:38’ Giddens 1997:564).
These meanings are important as they come to influence subsequent
23 8
Zim babwe Journal o f Educational Research
interaction (Haralambos and Holbom, 1985:16, Ritzer, 1992: 348)
Meanings derived from the interaction situation may lead to labeling
which may result in the self fulfilling prophecy (Levin and Spates,
1990: 285). Where labeling has taken place, the label influences the
interaction process as further interaction is conducted on the basis o f
the initial label attached. Therefore, in terms of symbolic
interactionism, the interaction process is influenced and sustained by
the way the situation is defined. As student teachers and their
mentors interact, meanings emerge and these meanings may lead to
positive and negative labeling. The question that can be posed is,
‘How do student teachers define the role o f classroom mentors on
attachment teaching practice?’ Cooley’s concepts o f the looking
glass self is relevant here as the process of interaction affects one’s
self esteem (Ritzer, 1992: 200; Kirby et al. 1997: 442) The
interaction between the student teacher and the mentor in the
classroom has an influence on the self esteem o f the former.
DEFINITION OF TERM S
In order to appreciate the position and role of the mentors, it is
imperative to define two closely related key terms. These are
supervision and mentoring.
SUPERVISION
Wiles and Bondi (1996:9) define supervision as action and
experimentation aimed at improving instruction and the instruction
programme. Glatthom (1994) in Taruvinga and Museva (2003:114)
defines supervision as ‘a process of facilitating the professional
growth of a teacher by giving the teacher feedback about classroom
interactions and assisting him or her to make his or her teaching
effective’. In mentoring, there is supervision involved as the mentors
ensure that the student teacher acquires teaching skills that facilitate
effective instruction. This means that the student teacher receives
constant feed back on performance. Supervisors should possess
certain qualities so that they execute their roles effectively.
Sergiovanni (1982) says that the supervisor should be competent,
compassionate, professional, it should be emphasized that
M anuel Rwodzi, Francis M uchenje and Beatrice Bondai
239
supervision represents a good deal of effective tinkering. Wiles and
Bpndi (1996:19) outline skill areas for effective supervision as
follows: supervisors are instruction specialist and this speaks
volumes about the school selection of mentors Supervisors are
human relations workers as supervision includes a special capacity to
motivate others and supervisors are managers of change. These
views then summarize the role of mentors as that of supervisors.
M EN TO RING
Mentoring has been defined in a number of ways. McIntyre and
Hagger (1994) in Taruvinga and Museva (2003:116)) see mentoring
as’ a school based activity undertaken by qualified and experienced
teachers to provide practising teachers with advice, guidance and
support during teaching practice’.
Mentoring therefore refers to the nature o f the relationship between
the student teacher and the mentor. This relationship will determine
whether the student teacher acquires the relevant skills, knowledge
and attitude about teaching.
These two terms should be seen to complement each other since in
mentoring supervision is also involved. In other words, these two
terms should be seen as representing the different dimension o f the
mentors’ role.
TH E M ENTOR’S R O LE
Schools in partnership with Higher Education Institutions (H.E.I.)
have come to play an important part in teacher education in a number
of countries. This development is not only limited to Zimbabwe but
has also been the trend in other countries such as the United
Kingdom (Hawkey ,1998: 331). In this partnership, schools assume
greater responsibility in teacher education. This is because the
transition to more school based initial teacher education has seen the
widespread adoption o f the mentorship programme (Hawkey
,1998:331) Therefore, there has been recognition by those involved
in initial teacher training for schools to be actively involved in the
professional preparation o f teachers (Maynard, 1997). In the
relationship between Higher Education Institutions and schools, the
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Zimbabwe Journal o f Educational Research
student teacher is attached to the classroom It should be noted that
the role and responsibility of the mentor in Zimbabwean primary
schools has not only been misunderstood by some school heads but
also by some mentors. This has resulted in situations where the
selection o f school mentors has been done without reference to the
mentor’s supervisory and professional skills. Teaching school heads
have at times allocated themselves student teachers so as to lighten
their workload as this creates more time for their administrative
duties. At times student teachers have been attached to untrained
teachers (Hapanyengwi, 2003).
The question that has to be answered is: What exactly is the role of
the mentor in Zimbabwean primary schools? Yeomans and Sampson
(1994) in Taruvinga and Museva (2003:115,116) outlines the
following; the mentor role is that o f planner, organizer, negotiator
and inductor hence the mentor should create a positive and
conducive classroom environment. The second role o f the mentor is
a supportive one whore the student teacher must have confidence and
trust in the mentor as a professional who gives supportive criticism.
Thirdly in a professional role, the mentor is a teacher, educator,
supervisor and assessor. Student teachers often see the classroom
mentor as the most significant person in their school based training
(Maynard, 1997:13). Haberman and Harris in Hapanyegwi (2003:6)
found that 70% o f the student teachers interviewed after teaching
practice felt they learnt more about teaching practice from mentors
than from college supervisors. In Zimbabwe, during seminars
organized by the Department o f Teacher Education of the University
o f Zimbabwe, student teachers stated that they had undergone rapid
skills development under the supervision of qualified mentors and
that mentors who have been overburdened with other responsibilities
have been found to be less effective (Taruvinga and Museva, 2003).
This observation places heavy demands on the selection o f mentors.
Maynard (1997:10) argues that mentors should be allowed ‘protected
time’( priority time during school hours) for formal discussion,
planning and feedback with students. The goal o f the mentorship
programme is to provide collegiality (Segiovanni, 1982:42,
Sergiovanni and Starrat, 1993:103.)
M anuel Rwodzi, Francis M ucin n/e and Beatrice bondai
241
The role of mentors in the classroom teaching process depends on
the perceptions o f the nature of teaching gnd the teaching profession.
Three models put forward by Furlong and Maynard (1995:57:178)
are worth considering here. These are the neo- liberal view, the
performance view and the competency view. Neo- liberals argue that
teaching is essentially a natural process based principarilly on a
sound knowledge and deep love of one’s subject beyond that
teaching is too idiosyncratic to be personalized (Maynard and
Furlong, 1995: 57) .In this context, learning to teach is achieved
through the emulation of an experienced practitioner, the mentor. In
this regard, teaching practice or learning to teach rather becomes a
form o f apprenticeship training. The question that comes to mind is,
‘How much autonomy does the mentor give to the student teacher to
try out new ideas?’ This is influenced by the view that new ideas are
always coming into the profession. Stones (1984:6) argue that this
model encourages students to copy isolated bits o f teaching behavior
and attitudes since the master teachers can only offer the student a
limited set of skills.
In the performance model, teaching is understood to involve a
number o f behavioral skills where learning to teach involves the
mastery of these discrete skills (Maynard and Furlong 1995:57). The
role o f the mentor is to act as a systematic ‘skill’ based trainer. In
this regard, the mentor should be someone knowledgeable in the art
of teaching. The cognitive model recognizes that competence
involves knowledge and judgment as well as practical skills (Furlong
and Maynard 1995: 579). In this regard, mentors must support
students in developing and exercising appropriate knowledge and
judgment in. relation to practical skills.
The three models outlined above should not be viewed as isolated;
rather they should be complementary for effective mentoring. They
should create room for collaborative teaching where students are
given access to the wealth o f practical knowledge that experienced
teachers possess (Maynard, 1997:38). Student teachers will find
collaborative teaching beneficial. Lave and Wenger (1991) in
Hawkey (1998:332) argue that the development o f learning takes
place through ‘legitimate periphery participation’ where the
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Zimbabwe Journal o f Educational Research
participation of the new comer gradually increases in engagement
and complexity whilst working alongside an ‘old timer’.
The views outlined above determine the nature o f the mentorstudent relationship as well as the process o f student- mentor
interaction and student teacher- pupil interaction. It will also
determine the way teaching skills are disseminated.
There are a number of factors that hinder classroom mentors from
discharging their duties effectively. Taruvinga and Museva (2003:
119) identified the following: mentors are not paid responsibility
allowances by the government or honorarium allowance by Higher
Education Institutions. There are no professional qualifications
specific to mentors, and lack of training in mentorship as well as
lack of financial and promotion incentives. Hapanyengwi (2003: 6)
also observed the following issues: some mentors did not allow
student teachers to implement new ideas and methods. These factors
influence the way and manner in which mentors discharge their
duties as well as the perception of their role by student teachers.
STATEMENT O F TH E PROBLEM
Changes in initial teacher education have made the classroom mentor
part of initial teacher education. Thus the classroom mentor plays an
important role in initial teacher education. The effectiveness o f the
mentorship programme tends to be limited by the perceptions that
student teachers have o f their role. Perceptions, like attitudes tend to
influence performance. Negative perceptions o f the role of mentors
does not augur well for the success o f the current initial teacher
education model. Thus this research seeks to identify the perceptions
that student teachers hold towards the mentorship programme.
M anuel Rwodzi, F rancis M uchenje and B eatrice Bondai
243
RESEA RCH QUESTIONS
This research study seeks to address the following research
questions:
a) What are the perceptions o f student teachers on the mentor’s
classroom role?
b) Does the attachment of a student teacher to classroom
mentors increase the effectiveness of the student teacher?
c) What are the advantages and disadvantages o f the student
mentorship programme?
d) What are the student teacher perceptions of mentor
awareness o f their roles?
e) Do mentors allow student teachers to experiment with new
ideas?
f) What problems do student teachers experience in thenrelationships with classroom mentors?
RESEA RCH M ETH O D O LO G Y
The research methodology adopted for this study is the
descriptive survey method. Surveys allow the collection of
detailed description of existing phenomena with the intent of
using the data either to justify or repeal current practice or to
make more intelligent plans to improve them( Mushoriwa,
1998).
DATA GATHERING INSTRUM ENTS
Data gathering instruments consisted of the questionnaire,
interview and focused group discussions. The questionnaire had
closed and open ended questions.
POPULATION AND SAM PLE
The population consisted o f all final year students at Morgan
ZINTEC College. From the population a sample o f 80 students
was selected using simple random sampling technique.
24 4
Zimbabwe Journal o f Educational Research
DATA ANALYSIS
Data from this study were analyzed quantitatively and
qualitatively, the main thrust was on the latter.
The responses o f the student teachers were compiled and
analyzed to look for themes related to the research problems.
FINDINGS: STUDENT TEA CH ERS QUESTIONNAIRES
AND FOCUSED GROUP DISCUSSIONS
Class taught on Teaching Practice
It was found out that all the students were assigned to classes ranging
from grade 2 to 6. None of the students in the sample was assigned to
a grade one or seven class. Twenty two percent of the students in the
sample taught two different classes during the five term teaching
practice period, ten percent taught three different classes and another
three percent taught five different classes during the same period.
While a change of classes widens the students experience, there is
need to consider situations where the student teacher changes classes
more than twice bearing in mind that teaching practice is only five
terms long. A change of class in most instances involves a change of
mentor and this does not augur well for continuity and skills
acquisition (Walters, 1994)
A ttachm ent to a Q ualified Teacher
The study found out that eighty percent o f the students were attached
to a qualified teacher. Those students who were not attached to
qualified teachers experienced some problems as shown by their
responses which included the following:
o
o
I was given my class for a term when some of the teachers
were leaving the profession. I had a lot of work to do as I
had to plan for everything.
The school was understaffed and so the class had no teacher
and the arrival of a student teacher was a relief to the school.
I had to teach all the lessons daily and do assignments as
well.
M anuel Rwodzi, Francis M uchenje and Beatrice Bondai
245
o
The teacher was on maternity leave for the first term and
after that she took leave and the strike affected the school. I
had no one to assist me with all the knowledge I was
expecting.
Similar views were expressed during focused group discussions
where some of the responses included that:
o
There was a shortage o f teachers, so I had to do it alone for
the two years that I was on teaching practice. I handled the
class single handedly and, this put a lot o f pressure on me as
I had to plan, teach, evaluate and record.
Failure to provide mentors to student teachers defeats the purpose
and goals o f attachment teaching practice as teaching practice is seen
as a form o f apprenticeship (Zvobgo, 1986 Maynard and Furlong,
,1995: McIntyre and Hagger, 1994 in Taruvinga and Museva, 2003:
Hapanyengwi, 2003). Student teachers have high expectations o f the
mentors’ role (Maynard, 1997: 13).
Collegiality, Jo in t Planning and Teaching Sessions.
Seventy three percent of the students indicated that they at times held
joint planning and teaching sessions with their mentors. These were
found to be helpful as shown by the following responses:
o
They were very helpful as they allowed the sharing of ideas
between the students and mentor.
o The mentor used to elaborate where I did not understand.
o These were helpful sessions because I learnt a lot and the
mentor also learnt from me.
In focused group discussions, the students reinforced the above
responses. Some o f their responses included the following:
o
They were very helpful because I planned and taught
relevant information always and this minimized some
corrections by the mentor.
o The joint sessions created a very good working relationship.
The responses o f the students show that they have a positive attitude
towards the role of a mentor. Joint lesson sessions appear to benefit
Zimbabwe Journal o f Educational Research
246
the student teacher and this summarizes the role o f mentors on
teaching practice (Yeomans and Sampson in Taruvinga and Museva,
2003) The views expressed by the student teachers highlight the neo
liberal view of teaching (Maynard and Furlong 1995: Lave and
Wenger in Hawkey, 1998).
Liberty to Try Out New Ideas
Ninety percent of the student teachers felt that they were given the
liberty to try out ideas by their mentors. Some ©f their responses
included the following:
o
She allocated time for the students to have more time with
the pupils.
o She never stopped me from teaching whenever I wanted to
do so.
o We used to share subjects for the whole week. So when
planning we used to discuss and she welcome my new ideas
that I brought from college.
During focused group discussions the students expressed similar
sentiments. Some of their response included the following:
o
Actually, the mentors I got were so resourceful that they
allowed me to express myself in the way I was taught at the
college and in the way that I believed as an individual.
o Yes she did. She was quite aware of our differences in
methodologies and with that we learnt new ideas from each
other.
In this regard, mentors can be seen to play a positive role in the
professional development o f the student teacher. This tends to
confirm and emphasize the cognitive model of teaching (Furlong and
Maynard 1995: 579; Yeomans and Sampsons, 1994 in Taruvinga and
Museva, 2003: 115) However, these findings contradict the
observation made by Hapanyegwi (2003; 6) where student teachers
revealed that some mentors did not allow student teachers to try out
new ideas.
M anuel Rwodzi, Francis M uchenje and Beatrice Bondai
24 7
Advantages o f the M entorship Programme Ninety five percent o f the student teachers felt that there are some
advantages associated with the mentorship programme. Some of
their typical responses included the following:
o
You gain confidence since you will be assessed on how to
tackle some teaching tasks
o One learns the skills of attending to parents and other
members o f the community as well as identifying pupils with
problems.
Similar views were also expressed during focused group discussion
where some of the responses included the following:
o
o
Mentor assists through lesson demonstration
Working with a mentor reduces the student’s workload and
this enables the students to have more time to do college
work.
The views expressed by the students emphasize the role that
mentors play in Initial Teacher Education as well as the
importance attached to teaching practice in equipping student
teachers with the relevant skills (Walters, 1994: 1; Maynard and
Furlong, 1995: 182; Sergiovanni, 1982). The mentorship
programme creates an environment that enables student teachers
to gain essential skills in teaching (Lave and Wenger, 1995 in
Hawkey 1998: 333)
Disadvantages o f the M entorship Programme.
The study found out that seventy five percent o f the students felt
that there are some disadvantages that are associated with the
mentorship programme. Some o f their response included the
following:
o
There is a disadvantage if there is a poor relationship
between the mentor and the student teacher, pupils tend
to discover the conflict between these two teachers
hence they will then develop bad moral values.
248
Zimbabwe Journal o f Educational Research
o
There is need to handle the class individually so as to see
if one is good at controlling the class,
o There is bound to be conflict if the two o f you do not
click.
In focused group discussions, the student teachers expressed
similar views. Some o f their responses included that:
•o
o
Mentor interest in some subjects like physical education,
music and art leaves a lot to be desired. These subjects
are not liked and are therefore not taken seriously,
Sometimes the mentor is scared o f losing the children’s
affections as the pupils become close to the student
teacher who is usually young and brings in new ideas.
Although the students admitted that the mentorship programme has
its own merits, the disadvantages highlighted above are significant.
There is need for mentors and student teachers to impfove their
interpersonal relationship as different meanings arise out o f the
interaction process (Kirby et al. 1997: 38; Haralambos and Holbom,
1985; 16: Ritzer, 1992: 348; Levin and Spates, 1990: 285). At the
same time, mentors need to reexamine their roles since they have a
key role to play in the development o f the student teacher (Yeomans
and Sampson in Taruvinga and Museva, 2003: 115: Maynard 1997:
13 Maynard and Furlong, 1995: 579).
Value o f Skills Im parted by M entor
Eighty eight percent of the students felt that they gained more in
terms of teaching skills from their mentors. This is shown by their
responses which included some o f the following:
o
o
From my mentors I learnt that teaching, especially at primary
school level, requires flexibility and someone who is
resourceful.
She taught me how to handle or deal with pupils with
individual problems.
M anuel Rwodzi, Francis Muchenje and Beatrice Bondai
o
249
She used to give drills on how to introduce any lessons in
various ways.
During focused group discussions, the following issues were raised:
o
I used to observe the mentor teaching and some skills like
use of media in maths which I did not know were learnt from
my mentor.
o I learnt syllabus interpretation, remedial skills and record
keeping.
The views expressed by the students summarize the important role
that the school and the mentorship programme play in Initial Teacher
Education (Hawkey, 1998: 331; Maynard 1997:13 Harris in
Hapanyengwi 2003: 6, Maynard and Furlong, 1995).
Mentor Awareness o f College Expectations in Terms o f Teaching
Practice
The study revealed that seventy eight percent of the students felt that
mentors ware fully aware of college expectations in terms of
teaching practice. Some of their typical responses included the
following:
o Whenever the supervisors came, my mentor would sit down
with them and discuss the college expectations in order to
help me
o She allowed me to write my records according to the college
format.
o She was trained here at Morgan Zintec College, so she knew
die expectations of the college.
The views expressed by the students during focused group
discussions were similar to the ones above. Some of the responses
included the following:
o
o
The teacher - in charge explained the expectations to the
mentor die moment I got into the class.
She would assess my work almost like everyday, checking
the detailed lesson plan and schemes of work as well as the
evaluations.
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Zimbabwe Journal o f Educational Research
Mentor awareness of college expectations ensures the smooth
implementation of Initial Teacher Education. This is so because
schools have come to play an important role in teacher education
(Hawkey, 1998: 331; Maynard 1997)
Mentor Preparedness fo r the Challenges Presented by Teaching
Practice
Sixty five percent of the students felt that the mentors were not
adequately prepared for the challenges presented by teaching
practice. Some of their responses included the following:
o Some mentors have no knowledge whatsoever of the reason
for students to go out on teaching practice,
o They are not prepared as shown by their attitudes toward
student teachers. Most of their attitudes are negative,
o Not all mentors are adequately prepared for the challenges.
This is due to the fact that some of them did their teaching
practice way back.
These views were also reinforced by the responses o f students during
focused group discussions. Some of their responses included the
following:
o
Some mentors are over protective of die classes (Unonyanya
kutyirwa, Ukanyanya kutyirwa hauzodzidzi) that die student
teacher does not get valuable skills
o The issue of age comes in; some mentors belong to the old
school.
Lack of preparedness is an issue that can negatively affect the goals
of attachment teaching practice (Hawkey, 1998.331)
Apart from lack of preparedness, the majority of students, that is
seventy three percent, felt that mentors face some problems in
carrying out their duties. Some of their responses included the
following:
o
Problems like lack o f resources due to economic difficulties
affect the mentor to fully help the student teachers.
M anuel Rwodzi, Francis M uchenje and Beatrice Bo ’.dai
251
o
Being assigned to other duties besides mentoring hinders
their ability to discharge mentoring duties efficiently,
o There might be some differences between the student teacher
and mentor, planning and scheming formats might not tally
or they cannot even listen to student suggestions.
During focused group discussions, similar sentiments emerged.
Some o f the responses included the following:
There were inadequate resources like textbooks, instructional
materials and practical facilities
o Some mentors lack motivation.
From the observations of the students, it appears as if lack of
appropriate resources greatly affects the way mentors carry out their
duties. This tends to present problems considering the fact that there
has been wide spread adoption o f the mentorship programme
(Hawkey, 1998:331). Ways of enhancing mentor motivation need to
be explored (Taruvinga and Museva, 2003: 149).
o
’/cR.ViT? 0 “
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Assessment o f Student Teachers by Mentors
^ , i . .;
It was found out that the majority o f students, eighty three percent of
the sample, were frequently assessed by their mentors. Those who
were not frequently assessed felt that their teaching practice was
negatively affected as shown by some o f their responses:
o My teaching experience was hooked to colleagues since the
mentor was not on duty most of the time,
o The student teacher had to teach without knowing wrongs
and rights.
o Not at all, the head and her deputies were ever busy.
Information obtained from focused group discussions reinforced
the sentiments expressed by students. Some o f the responses
included the following:
The mentor was not there hence I never got assessed by one.
Most o the time I did not know where I managed and where I
went wrong.
Although the number of students who were not assessed
frequently is small, it affects students as they do not get frequent
feedback which is an important component o f supervision
o
o
Zimbabwe Journal o f E ducational Research
252
(Glatthom, 1998 in Taruvinga and Museva, 2003; Wiles and
Bondi, 1996:19; Sergiovanni, 1982: 42; Sergiovanni and Starrat,
1993: 103).
Creation o f Conducive Classroom E nvironm ent by M entor
Eighty four percent o f the students felt that their mentors created a
conducive classroom environment. Some o f their responses included
the following:
o She was calm and as a result I could ask her some questions
if I was not sure o f a concept.
o They organize students and then look for stationery and
material for science and social studies comers,
o She was very accommodating, caring, humble, responsible,
honest and would help wherever possible with good ideas.
These views are similar to those raised during Focused Group
Discussion where some o f the responses included the following:
o
The pupils were told that we were all teachers and that we
were there to impart knowledge.
o She used to make sure that all the teaching and learning
material was in place before the lessons started.
The responses of the students show the importance that they
attach to the role o f mentor. The mentor’s role enables students
to develop their own body o f practical knowledge before
graduation (Maynard and Furlong, 1985:182 Yeomans and
Simpson in Taruvinga and Museva, 2003).
D ifferences Experienced with M entors
Only Thirty-five percent of the students indicated that they had
experienced differences
with their mentors. Some of their
responses included the following:
o Mentor was proud and mocked me before pupils saying she
is learning like you, you are just the same, meaning I was
equal to pupils.
o On teaching subjects like physical education and art,
sometimes she would use that time for maths and English.
M anuel Rwodzi, Francis M uchenje and B eatrice Bondai
253
o
I was always treated by other senior staff as a tabular rassa;
they always tended to put information into me, though I
always fought back.
These views were supported by information obtained during focus
group discussion where some of the responses included the
following:
o
o
Bringing in new ideas.
Teaching areas, mentor preferred to teach some subjects and
not to teach other subjects.
Although the number o f students who experienced differences with
mentors is small, it needs to be emphasized that some o f the
differences affect the mentor- student teacher relationship which in
turn may affect the student’s self esteem (Ritzer, 1992; 200; Kirby et
al. 1997: 442). Such differences can be overcome if mentors possess
effective supervision skills (Segiovanni, 1982; Wiles and Bondi,
1996: 10).
Student Teachers’ O pinions o f M entors’ Perception o f Student
Teachers.
The study found out that seventy three percent o f the students were
of the opinion that their mentors viewed them as colleagues. Some of
their responses included the following:
o She referred to me as a colleague. We would help each other
in carrying out classroom duties, she treated me with respect,
o Because she was always taking me and addressing me as a
teacher like other qualified teachers
o The mentor viewed me as a colleague, she was very
supportive, and whenever I encountered a challenge, she
used to assist me whole- heartedly.
Similar views were raised by students during Focus Group
Discussion where some o f the following responses were raised:
o
The mentor viewed me as a colleague since we planned our
lessons together, we shared equally.
Zimbabwe Journal o f Educational Research
254
o
M y mentor viewed me as a colleague; she gave me the
opportunity to learn whatever I wanted and even .to do my
research with the pupils.
The student teachers’ responses show that a positive relationship
existed between them and their mentors. Such a relationship
influences the student’s self esteem positively (Ritzer, 1992; 2000;
Kirby et al. 1997: 447). Such a relationship is essential for the
establishment of collegiality which is a goal o f the mentorship
programme.
Criterion in M entor Selection
Eighty eight percent of the students felt that teachers with other
responsibilities such as school heads, deputy heads, and teachers in
charge and sports organizers should not be appointed as mentors.
The responses included some of the following:
o Since they perform other duties, the student will be alone
most o f the time and mentoring will not take place,
o Because most of the time they will be absent leaving the load
to the student who is also there to learn from the mentor,
o Because they are so strongly attached to other school duties,
they do not have time to monitor the student teacher.
Similar views were raised during focused group discussion where
some o f the following responses were recorded:
o
Most of the times these people are occupied in the other
business and as a result the student teacher is left on his/her
own with the class.
o The student teacher can not learn much as far as lesson
delivery is concerned. No one can correct the student
teacher, most of the time they will be committed to
administrative issues.
The views of the students highlight the need for mentors who
spend most of the time with student teachers since in the
attachment teaching practice format student teachers no longer
carry full teaching loads (Taruvinga and Museva, 2003). The
absence o f the mentor means that the student teacher is deprived
o f immediate feedback about classroom interaction and
Manuel Rwodzi, Francis Muchenje and Beatrice Bonded
255
instruction which is the essence o f supervision (Glatthom 1994
in Taruvinga and Museva 2003; 14).
Student Teacher Perception o f the Importance o f Teaching
Practice
All the student teachers in the sample felt that teaching practice was
an important component o f Initial Teacher Education. Some of their
responses included the following:
o It helps a lot because teachers will gain experience since
teaching is a practical thing.
o After qualifying, the student teacher knows many things
about school life and dealing with pupils, colleagues and
community.
o Yes, though I managed the class single handedly, I improved
a lot in organizational skills, disciplinary action and other
things.
Similar views emerged during focused group discussions where the
responses given include the following:
o
o
Students will be prepared practically and theoretically,
Teaching practice is very essential because it helps the
student teacher to put into practise what he or she learnt
during the course that is theory into practice.
These views tend to emphasize the view that teaching is a practical
activity where students need to practice before entering the
profession (Walter 1994; Maynard and Furlong 199S; 182).
RECOMMENDATIONS
This study makes die following recommendations:
o
o
Change of class and mentors should be kept at a
minimum to enable student teachers to gain meaningful
skills.
Teachers with other responsibilities, especially school
heads and deputy heads, should not be appointed
mentors.
256
Zimbabwe Journal o f Educational Research
o
o
o
o
o
There is need for teachers’ colleges to conscienlize
mentors of their roles and college expectations before
die commencement of teaching practice,
Colleges have to ensure that all student teachers are
attached to a qualified mentor throughout die teaching
practice period.
Colleges should hold workshops and seminars in order
to enlighten mentors on their responsibilities in
mentoring practice period
Mentors should be flexible enough to allow student
teachers to implement new ideas,
It is the responsibility o f mentors to create a harmonious
working relationship with student teachers.
CONCLUSION
The study has shown that student teachers have a positive perception
towards the role of classroom mentors. There are a few issues that
need to be attended to for the role of classroom mentors to be
effective. These include the holding of workshops and seminars for
both mentors and student teachers on mentoring.
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